This lesson will take 2 class periods Genetic Engineering
Biotechnology (Day 7)
Recombinant DNA
DNA Finger printing
Transgenics
GMO’s
The Human Genome Project
Bio- Ethics(Day 8)
Safety and Ethical Issues
Return to Dog Genetics (Day 9)
Results
Conclusions
Objectives
Students will develop a logical argument to either support or denounce genetically modified (GMO) food for human consumption. Students will connect what we have learned throughout this unit and use the information to build a case for a debate. Students will investigate GMO's and synthesize what they have learned if the form of debate questions.
Day(7) What do you think of when you hear the word genetically modified or genetic engineering?
Day(8) What are the current regulations in place for genetic engineered food? Would you endorse or support eating genetically modified food? What are some of the benefits? Risks?
Day (9) Remember the Dog Genetic activity?
Learning Activities
Day (7) Students will watch some videos and take notes on genetic engineering. Students will be assigned to their debate teams and the rubric and guidelines for the debate will be passed out
Day (8) Student's will finishing taking notes on genetic engineering and bio- ethics. There will be a review of Genetic disorders and Genetic Engineering. The discussion will be on bio- ethics and safety.
Day (9) Lecture on interpreting data and how to write a conclusion. Pass out the results from the genetic tests. Have students analyze their results.
Closing
Day (7) Students will have time to meet with their debate teams and work on their research. They will need to fill out the debate form/guidelines.
Day (8) Students will have time to meet with their debate teams and work research, and introductions.
Day (9) Students will answer the following questions: Were your predictions/ Hypothesis correct? What do your results say? What would you change next time you do the experiment? How does your pedigree compare to the acutal pedigree?
Assessment
Homework
Day (7)- Prepare for the Debate- each group member needs to come up with 3 questions for the opposing team
Day (8)- Prepare for the Debate- each group member needs to come up with 3 anticipated answers for your questions from last night
Day (9-) Prepare for the Debate / Meet with group members. Finish your lab reports- add results and conclusion(draft). ( Final draft-Due one week from today)
Additional Notes
The homework will be graded for completion.
If a student does not want to participate in the debate that student will have an option on writing a 5 page paper defending one aspect of GMO Animals.
Unit: Human Inhertiance
Title: Genetic engineering
Lesson Overview
This lesson will take 2 class periodsGenetic Engineering
Objectives
Students will develop a logical argument to either support or denounce genetically modified (GMO) food for human consumption. Students will connect what we have learned throughout this unit and use the information to build a case for a debate. Students will investigate GMO's and synthesize what they have learned if the form of debate questions.Materials
Lap topProjector
Links to Resources
Recombinant DNADNA Finger Printing
Instruction
Opening
Day(7) What do you think of when you hear the word genetically modified or genetic engineering?Day(8) What are the current regulations in place for genetic engineered food? Would you endorse or support eating genetically modified food? What are some of the benefits? Risks?
Day (9) Remember the Dog Genetic activity?
Learning Activities
Day (7) Students will watch some videos and take notes on genetic engineering. Students will be assigned to their debate teams and the rubric and guidelines for the debate will be passed outDay (8) Student's will finishing taking notes on genetic engineering and bio- ethics. There will be a review of Genetic disorders and Genetic Engineering. The discussion will be on bio- ethics and safety.
Day (9) Lecture on interpreting data and how to write a conclusion. Pass out the results from the genetic tests. Have students analyze their results.
Closing
Day (7) Students will have time to meet with their debate teams and work on their research. They will need to fill out the debate form/guidelines.Day (8) Students will have time to meet with their debate teams and work research, and introductions.
Day (9) Students will answer the following questions: Were your predictions/ Hypothesis correct? What do your results say? What would you change next time you do the experiment? How does your pedigree compare to the acutal pedigree?
Assessment
Homework
Day (7)- Prepare for the Debate- each group member needs to come up with 3 questions for the opposing teamDay (8)- Prepare for the Debate- each group member needs to come up with 3 anticipated answers for your questions from last night
Day (9-) Prepare for the Debate / Meet with group members. Finish your lab reports- add results and conclusion(draft). ( Final draft-Due one week from today)
Additional Notes
The homework will be graded for completion.If a student does not want to participate in the debate that student will have an option on writing a 5 page paper defending one aspect of GMO Animals.